Rural High School Staff Experiences in Implementing Intervention Strategies Against Bullying of LGBTQ Students

Many lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students in rural schools experience verbal and physical harassment due to their sexual orientation, which leads to higher rates of substance abuse, psychological problems, and greater academic failure when compared to their heterosexual counterparts. Because of the high percentage (81%) of LGBTQ students in rural schools experiencing bullying incidents, it is important to explore how the attitudes and perceptions of professional school staff influence the implementation of intervention strategies to prevent bullying in rural schools. The purpose of this qualitative case study was to gain insight into, and knowledge of, professional school staff\u27s experiences with implementing intervention strategies designed to prevent bullying of LGBTQ students in a rural high school in a northeastern state. The theoretical framework was based on Albert Bandura\u27s social cognitive learning theory, with a focus on collective efficacy. A qualitative case study design was used, with purposeful sampling of 9 professional school staff from a rural high school who have experienced or are familiar with LGBTQ student bullying and intervention strategies. The data were analyzed and coded to identify categories and themes. The results of this study indicated that, although there is limited training and exposure to the LGBTQ population in this rural setting, all 9 school staff were supportive of, and willing to help, their LGBTQ students. These findings have implications for positive social change by supporting collaboration to address antibullying policy and training and education programs to end bullying for all American students

VIEWS FROM THE BLACKBOARD: EXPLORING PERSPECTIVES OF COTEACHING IN ELEMENTARY MATHEMATICS TEACHERS

The purpose of this study was to investigate the perceptions and experiences of third and fourth grade elementary mathematics teachers and special education teachers regarding the co-teaching inclusion model. Views of general and special education teachers toward co-teaching in mathematics in elementary classrooms was investigated. This study sought to explore how (a) elementary mathematics teachers perceived Friend’s (2008) co-teaching model, (b) which co-teaching models are most frequently used, and (c) to determine if there were similarities and/or differences between the co-teachers’ perspectives. Questionnaires, personal semi-structured interviews, classroom observations, and focus group sessions were used. Data were presented utilizing a case study approach. Data collected during this study support the results of other studies and literature that identify the needs and perceptions of co-teachers. Additional results found in this study not found by other research included 1) most participants delivered mathematics instruction using the station teaching model, 2) the one-teach one-observe method was not used in any of the mathematics classrooms and was viewed negatively by some of the participants, 3) some teachers believe students are placed in co-taught classes because of poor student behavior, not due to a learning disability, 4) if the formerly mentioned is teachers’ realities, teachers believe that professional development in behavior management would improve their ability to create a productive learning environment. Implications of this study support the understanding of co-teachers’ needs for training and shared planning times. Co-teachers’ expressed that planning time and professional development would help them in further development of their co-teaching knowledge and skills, improve instruction in their inclusive classrooms, and in managing misbehaviors. The results will benefit stakeholders in elementary schools including administrators, all students in inclusive general education classrooms, and particularly co-teachers

Transit Oriented Development for Nashville: Learning from Europe

A popular movement in the past decade has been to implement transit oriented development in city planning. Transit-oriented development, or TOD, is nationally characterized as mixed-use development located within a 2,000 feet diameter from a mass transit center. However, the typical format for TOD in the United States, initiated by Peter Calthorpe and fermented in the West Coast, lacks consideration in unifying various forms of transit. Individuals are more likely to participate in public transportation if they do not have to solely rely on one method of travel. On the other hand, TOD has been wildly more successful in European cities than in America (as is reflected in the percentage of individuals that use public transportation) by implementing an integrated transportation system that combines different modes of mobility (rail, metro, bus, car, bike and pedestrian). One of the assumptions designers often make is that a logical proposal, based on just regional and economic conditions found in America, will encourage individuals to utilize and increase rider-ship on public transportation. From casual observation, it seems likely that the various sustainable innovations cultivated in Europe could be implemented and Modified for American cities. Although many American urban planners are skeptical that sustainable city design approaches derived from European countries can be relevant to cities in the United States, similar concerns regarding the decline in the urban fabric and dependency on the automobile are simultaneously being addressed in Europe as well. While taking into account that the United States varies in climate, terrain, and demographics (not only within its different regions and States, but from its European counterparts also), the European policies regulating urban sprawl should be used as a starting point in reorganizing TOD in America. Nashville, Tennessee is renowned for its successful collaboration between government agencies and city planners. The Nashville Area Metropolitan Planning Organization (MPO) has undergone several studies and is currently on the brink of implementing a wide-scale bus rapid transit line along the Northeast Corridor. My intent is to activate the intersection of Ellington Parkway and Trinity Lane with a Transit-oriented development that takes into account and adapts European planning schemes that are environmentally conscious

An Exploration of Factors Influencing First-Generation College Students\u27 Ability to Graduate College: A Delphi Study

This dissertation serves as a counter-narrative to the standard deficiency model in published research that characterizes most first-generation college students as feeble and unequipped when it comes to thriving in, persisting in, and graduating from college. This is one of the few studies that examines the success of first-generation college students from the students’ perspective. First-generation college students who graduated from college participated in a Delphi study that addressed this question: What factors influence first-generation college students\u27 ability to graduate college? Three rounds of data collection resulted in ten themes, roughly in order of importance based on feedback from study participants: Self Starter, Financial Support, Finding a Passion, Social Network, Self-Development, Cultural/Identity Development, Family, Campus Resources and Programs, Work, and Service. The dissertation concludes with three sets of recommendations for improving outcomes of first-generation college students, aimed respectively at secondary school personnel, college officials, and first-generation college students themselves. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/etd

Empirically Testing the Influence of Travel Safety Concerns: Examining Alternative Models

Abstract Tourists’ risk perceptions and perceptions of safety are important topics within the tourism literature; however, the conceptual approaches to these concepts are inconsistent. Following the risk-as-feeling hypothesis, this study proposes that: perceived severity and perceived susceptibility could be considered as tourists’ cognitive risk perceptions; perceived safety could be considered as affective risk perceptions; efficacy beliefs should also be included within the theoretical framework. To clarify the underlying relationships between these variables, six conceptual models were developed and tested using data collected from 444 U.S. citizens. In the best fitting model, perceived safety mediated the relationship between one’s travel interest and travel intentions. This mediating relationship was moderated by cognitive risk perceptions and efficacy beliefs. The findings suggest that amplified cognitive risk perceptions may affect individuals’ perceived safety and subsequent travel decisions. Accordingly, destinations should promote safety measures for tourists during times of crisis and restore tourists’ confidence in the destination. Keywords Tourism Crisis Management; Perceived Safety; Risk Perceptions; Travel Decisions; Risk-as-Feeling Hypothesi